Students’ Engagement in Mathematics with Virtual Resource: The Impact of Localization of PhET Interactive Simulation in Indigenous Nigerian Language

This study assessed the impact of a localized virtual learning tool; Physics Education Technology (PhET) interactive simulations on the achievements of students in Mathematics. The study adapted a questionnaire titled Student Engagement Measurement Scale (SEMS) in Mathematics. The SEMS has four latent constructs; cognitive, behavioral, agentic, and emotional engagements used to observe the impact of the localized virtual learning tool on students’ achievements in Mathematics. A sample of three hundred and thirty three (333) pre-degree students within the targeted population participated in the study. Using exploratory factor analysis (EFA), the SEMS recorded 62.89% as the average variance extracted from the latent variables. Using regression analysis, agentic engagement showed a significant impact on students’ achievement in Mathematics. This underscores the positive effect of efik/ibibio as part of the language of Instruction in Mathematics classroom. Students’ emotional engagement with the localized virtual learning tool showed a significant positive relationship with their corresponding academic achievements in Mathematics. This underscores the fact that socio-cultural mathematical resources improve students’ interest in Mathematics. Cognitive and behavioural engagements which measured some forms of mental alertness, manipulative skills, transfer of learning, and tasks-attention-responses in class, yielded positive significant impacts on students’ academic achievements in Mathematics. Hence, diversification of instructional practices through the leverages offered by localized digital resources improved learning achievement in Mathematics.